Zobrazeno 1 - 10
of 21
pro vyhledávání: '"Meghan E. Barnes"'
Autor:
Meghan E. Barnes, Heather Coffey
Publikováno v:
English Teaching: Practice & Critique. 20:313-327
Purpose The purpose of this study is to inquire into the effectiveness of authentic writing instruction embedded in a critical service-learning project in a middle school English Language Arts curriculum. Design/methodology/approach This paper analyz
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::403f2e95967f3ec8b70a17c02a385d2b
https://doi.org/10.1108/etpc-02-2020-0011
https://doi.org/10.1108/etpc-02-2020-0011
Autor:
Heather Coffey, Meghan E. Barnes
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 123:1-22
Background American students represent diverse life experiences, languages, cultures, and community memberships. Given the relatively unchanged demographics of U.S. teachers (primarily middle-class, white females), it is important that teachers engag
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c9ffc7d264f8ad061773110cdbb84cc6
https://doi.org/10.1177/016146812112301309
https://doi.org/10.1177/016146812112301309
Autor:
Meghan E. Barnes, Ashley Boyd
Publikováno v:
Review of Education, Pedagogy, and Cultural Studies. 43:358-378
In recent decades, diverse field experiences have proliferated in university-based teacher education programs in the United States. In particular, community-based experiences where teacher candidat...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ba7a942b4c8d349aa14691482c0c2087
https://doi.org/10.1080/10714413.2020.1855927
https://doi.org/10.1080/10714413.2020.1855927
Autor:
Rick Marlatt, Meghan E. Barnes
Publikováno v:
Journal of Curriculum and Pedagogy. 19:4-27
Demographic differences between teachers and students and the need for pedagogical approaches that address issues of equity, power, and justice have bolstered arguments for community-engaged teachi...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6acac30c0ac2e1ff6676498038f4c9a1
https://doi.org/10.1080/15505170.2020.1832005
https://doi.org/10.1080/15505170.2020.1832005
Publikováno v:
Teaching and Teacher Education. 82:14-23
This paper analyzes a particularly volatile focus group discussion to consider the ways that a group of pre-service teachers worked to verbally define and categorize teaching and LGBTQ+ teacher allies. We draw from literature on social justice and te
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::abdc81ab078086e4fc1c6878697a2fa1
https://doi.org/10.1016/j.tate.2019.03.001
https://doi.org/10.1016/j.tate.2019.03.001
Autor:
Meghan E. Barnes, Rick Marlatt
To embrace today's culturally and linguistically diverse secondary English Language Arts (ELA) classrooms, this text presents ways in which teachers can use digital tools in the service of antiracist teaching and developing equity-oriented mindsets i
Autor:
Meghan E. Barnes
Publikováno v:
Journal of Adolescent & Adult Literacy. 62:35-43
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::92ed02d1a8b3e4acf67335fb81e26259
https://doi.org/10.1002/jaal.753
https://doi.org/10.1002/jaal.753
Autor:
Meghan E. Barnes, Denise Davila
Publikováno v:
English Teaching: Practice & Critique. 16:303-318
Purpose Grounded in the scholarship addressing teacher self-censorship around controversial topics, this paper aims to investigate a three-part research question: How do secondary English language arts (ELA) teacher–candidates (TCs) in the penultim
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ee35f95d25d2151d8b103964d9554618
https://doi.org/10.1108/etpc-05-2017-0082
https://doi.org/10.1108/etpc-05-2017-0082
Autor:
Meghan E. Barnes
Publikováno v:
Teaching and Teacher Education. 68:220-231
Opportunities for experiential learning in teacher education are increasingly important as the demographics of teachers and students diverge. I draw on place-conscious pedagogies, funds of knowledge, and teacher development theories to inquire into p
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::75f474b32af605ede3e03c0b7b69f5d6
https://doi.org/10.1016/j.tate.2017.09.004
https://doi.org/10.1016/j.tate.2017.09.004
Autor:
Meghan E. Barnes
Publikováno v:
Teaching Education. 29:178-193
I present a two-year case study of one pre-service teacher (PST), Johnny, as he moved through his education-based coursework at a large, public university in the US Southeast. In his final year of college, Johnny chose to forego the remainder of stud
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::196c6f74463d24faef9cc1b9241d5d8c
https://doi.org/10.1080/10476210.2017.1372411
https://doi.org/10.1080/10476210.2017.1372411